Observe and Reflect Journal #1: During this observation, focus on how class begins. Where is your CT before class begins? What is he or she doing? Using the clock on the wall, determine when your CT establishes order and begins class. How did she/he start their lesson? How is homework from the previous night reviewed/collected/assessed? How does your CT engage students during the opening of the lesson? Is the approach your CT used during this lesson consistent with what you know about how students learn?
Observation: Before class begins the CT walks out into the hallway where the children are lined up and shows them their “starter”. A starter is the activity the start the class with when they enter the room. There is a pick-up spot by the door where the students can grab on as they enter the classroom. The CT, goes out into the hallway and explains to the children what the starter is and what they need to do with it as they enter the classroom. Today, the starter is a pre quiz. The students spend the first 15mintues of class working on the pre quiz. Then, the students exchange quizzes and they grade the quizzes as a class. The students who got a 100% on the quiz are exempt from taking the quiz the next day and the rest of the students need to study for the quiz as homework. The CT opens the lesson by asking the students to talk about what they did the previous day. The students had been learning about the scientific method. Then the CT tells the students that they will be setting up their own experiments today. She walks them through generating a hypothesis to making a data table. Then students will spend the following class conducting the actual experiment.
Reflection: I thought the way my CT started class was great. Before class, the CT was standing in the doorway reminding students to lineup in the hallway and she was generally just monitoring the hallway. She had the starters all ready to go in the folder and had extras on her desk just in case. I was impressed at her organization. Before the students even entered, she had told them what was expected of them. I watched as the students entered the classroom quietly and each took a starter. At least 90% of the students began to work on it immediately. The teacher only had to remind the class once to get started and not to use their notebooks. I would definitely use the hallway approach when I am student teaching While the students were taking the quiz she walked around the monitored their progress. She also set up the computer that she needed for her lesson during this time. I have learned throughout my classes here that it is important to give the students a starting activity when the come into class so they can transition smoothly. I think my CT did an excellent job of this.
During this observation, focus on how class begins. Where is your CT before class begins? What is he or she doing? Using the clock on the wall, determine when your CT establishes order and begins class. How did she/he start their lesson? How is homework from the previous night reviewed/collected/assessed? How does your CT engage students during the opening of the lesson? Is the approach your CT used during this lesson consistent with what you know about how students learn?
Observation:
Before class begins the CT walks out into the hallway where the children are lined up and shows them their “starter”. A starter is the activity the start the class with when they enter the room. There is a pick-up spot by the door where the students can grab on as they enter the classroom. The CT, goes out into the hallway and explains to the children what the starter is and what they need to do with it as they enter the classroom. Today, the starter is a pre quiz. The students spend the first 15mintues of class working on the pre quiz. Then, the students exchange quizzes and they grade the quizzes as a class. The students who got a 100% on the quiz are exempt from taking the quiz the next day and the rest of the students need to study for the quiz as homework.
The CT opens the lesson by asking the students to talk about what they did the previous day. The students had been learning about the scientific method. Then the CT tells the students that they will be setting up their own experiments today. She walks them through generating a hypothesis to making a data table. Then students will spend the following class conducting the actual experiment.
Reflection:
I thought the way my CT started class was great. Before class, the CT was standing in the doorway reminding students to lineup in the hallway and she was generally just monitoring the hallway. She had the starters all ready to go in the folder and had extras on her desk just in case. I was impressed at her organization. Before the students even entered, she had told them what was expected of them. I watched as the students entered the classroom quietly and each took a starter. At least 90% of the students began to work on it immediately. The teacher only had to remind the class once to get started and not to use their notebooks. I would definitely use the hallway approach when I am student teaching
While the students were taking the quiz she walked around the monitored their progress. She also set up the computer that she needed for her lesson during this time. I have learned throughout my classes here that it is important to give the students a starting activity when the come into class so they can transition smoothly. I think my CT did an excellent job of this.